Reflecting on pedagogy, Goswami (2015) draws upon two conclusions, I perceive to be embedded within my own practice as a future teacher. The first of the two conclusions draws on the notion of language as crucial for learning, emphasising on the communication we participate in with children, to be fundamental for children’s cognitive development (ibid).

Image courtesy of Maryam Zainudin: Tes teach link here

Drawing upon my own experiences within placement, language has been portrayed as key to enhancing development and progression of children’s learning. This use of language among those within the classroom, assisted in developing children’s subject knowledge of a wide range of curriculum subjects and important information. From this, children were able to absorb information provided and begin to establish meaning of this, allowing deepened understanding and progress in learning (DfE, 2014). Within my placement, the use of language has progressed other important skills such as negotiation, evaluation and questioning (ibid).

However, as a teacher I need to be able to consider and be aware of the challenges of language in my own practice. In particular, I need to be mindful of the differentiation of language in a class, inflicting on delivering subject knowledge. To overcome this concern of language differentiation, I will adopt into my practice a range of techniques to develop children’s learning. According to Goswami (2015), the differentiation of language, can be addressed through applying gestures when delivering information to the children. By using a combination of both gestures and language, those children who tend to suffer from processing language, may relate to the meaning of gestures more fluently, allowing them the opportunity to still progress their learning (ibid).

Furthermore, another conclusion Goswami (2015) identified, in relation to my practice was awareness of individual differences within a classroom, in contrast of viewing children as a collective. Within the context of my own placement class, there was a range of learning abilities among the class. The teacher addressed these differing abilities individually, rather than labelling them as capable or unable. Consequently, allowing children to be supported and encouraged depending on their own ability. Through the course of the placement, I have witnessed a variety of strategies to learning being implemented, allowing children to be engaged and progress. In particular, the use of mixed ability grouping, allowed a sense of inclusion among children no matter their ability. Providing opportunity for all children to contribute within learning through interactions and exchanging knowledge among peers. James (2008) also supported learning through interaction, identifying learning as a social process through our interactions with peers. Additionally, within placement, the teacher ensures all children and needs are catered for, with many avenues of support for the children. Such as the use of teachers and TAs working around different tables, enabling all children to be facilitated in their learning and receive extra support if required.

One major drawback to my own practice in relation to individual differences of learning, is the difference in class size. With other mainstream schools being more likely to classes of a greater size. Causing less opportunity to provide one to one support for children. So for future reference as a teacher, I need to be aware on providing a learning environment which can cater for all different children. Ensuring that not only those who may need extra learning support is provided, also allowing every child to progress to their full potential (DfE, 2011). To do this within my own practice I need to make certain I consistently create a positive environment, engaging and encouraging all children no matter their ability to fulfil their potential (ibid).

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Reference:

Department of Education (2011) Teachers’ Standards, [online]. Available :< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf> [Accessed 26^th October 2016].

Department of Education (2014) National curriculum in England: framework for key stages 1 to 4. [online]. Available:< https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4> [Accessed 26^th October 2016].

Goswami, U. (2015) Children’s cognitive development and learning. York: Cambridge Primary Review Trust.

James, M. (2008) “Assessment and learning.” Unlocking assessment: Understanding for reflection and application p.p. 20-35.

Behaviour management has been a core component, continually addressed by numerous sectors within education. With several policies and procedures implemented, such as Behaviour and discipline in schools, providing guidance for teachers to address behaviour management (2016). However, the notion of behaviour management is a rather complex matter, with different strategies being effective for different teachers (Bennett, 2016).

Drawing upon my own experience from placement, I witnessed a variety of effective strategies for behaviour management. One significant strategy I encountered, was the persistence of the teacher developing a positive atmosphere, to build relationships with the children. Rogers (2011), also supported the importance of establishing positive relationships between children and teachers, believing this was achieved through constructing an environment of mutual respect, within a classroom. According to Rogers (2011), by obtaining a flow of mutual respect within the class, teachers can then establish high behaviour expectations, with children being obliged to conform to. Within the context of my class, a sense of inclusion prevailed from the mutual respect formed by teacher and children. Stronge (2007) also emphasised teachers providing a mutual respect to the children,  by restricting labels and discrimination to children and their learning, teachers will effectively form strong relationships among the class. Furthermore, within my class the use of positive body language and motivating persona also built positive relationships between teacher and children (Rogers, 2011).

                                                                  Image curtesy of Flickr link here

A key problem with this explanation of positive relationships for behaviour management, is this may not be applicable within a bigger class. From my own experiences, my class was only fifteen children, this may not be the same scenario for my future teaching. Furthermore, as a teacher I need to be aware of further challenges which may stem when addressing behaviour management for a bigger class size. For example, within a different class, managing behaviour can become challenging when considering children with SEND. In regards to this, children’s behaviour with SEND can become hard to manage through no fault of their own (DfE, 2016). Therefore, as a teacher to overcome this, appropriate intervention needs to be actioned. Ensuring positive relationships can be sustained within the classroom, while their behaviour and learning can be addressed and progressed (ibid).

An alternative strategy, also used effectively within my class, was the ways in which negative and positive behaviour was addressed in managing behaviour. DfE (2016) argued the importance of teachers delivering clear high behaviour expectations to the children. Drawing on my own experiences, there was also an importance demonstrated for consistent behaviour expectations, through the use of praise and rewards. DfE (2016), supported the use of praise and rewards being implemented within a classroom, allowing children to become motivated to display positive learning and behaviour. This was also exemplified through the work undertaken by B.F. Skinner (1938), although his work is rather outdated, it still corresponds with current beliefs to the use of praise and rewards as a positive reinforcement to managing behaviour (McLeod, 2007). When applying this to education, if teachers can effectively utilise this, we may see an increase in motivation of children to conform to desired behaviour (ibid).

However, there is an inconsistency with this argument to the effectiveness of praise and rewards for behaviour management. In particular, the over reliance of praise used by teachers, in turn reducing the significance of the praise itself (Vansteenkiste et al, 2016). This may raise concerns when children are introduced within new environments, with alternative behaviour management approaches.

Image curtesy of Flickr link here

Therefore, when we come to address behaviour management ourselves, it is fundamental to be aware of adopting a range of strategies and approaches which are effective for different circumstances, children and environments (ibid).

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Reference:

Bennett, T. (2016) Developing behaviour management content for initial teacher training (ITT). [online]. Available:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536889/Behaviour_Management_report_final__11_July_2016.pdf [Accessed 6^th October 2016].

Department of Education (2016) Behaviour and discipline in schools [online]. Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf> [Accessed 2^nd October 2016].

Department of Education (2006) Learning Behaviour principles and Practice- What Works in Schools, [online], Available:<http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/0281-2006PDF-EN-04.pdf> [Accessed 1^st October 2016].

McLeod, S. (2007) “Skinner-Operant Conditioning”, Simplypsychology, [online], Available:< http://www.simplypsychology.org/operant-conditioning.html> [Accessed 4^th October 2016].

Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4^th ed). London: SAGE.

Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. (2006) “Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation.” Educational psychologist 41(1) pp. 19-31.